http://www.cambridgeassessment.org.uk en-us © University of Cambridge Local Examinations Syndicate Podcasts from Cambridge Assessment Cambridge Assessment Discover the latest podcasts from the Cambridge Assessment Group Download podcasts from Cambridge Assessment. As a leading world authority on assessment, Cambridge Assessment helps to provide clarity on assessment through explanation, information and education. Cambridge Assessment public.affairs@cambridgeassessment.org.uk http://www.cambridgeassessment.org.uk/ca/digitalAssets/175739_itunes-image.jpghttp://www.cambridgeassessment.org.uk/ca/digitalAssets/175739_itunes-image.jpg no Seminar highlighting how an explicit focus on Critical Thinking can enhance the attainment of pupils of all backgrounds and abilities, following recent research. Importantly, the research showed that pupils who study Critical Thinking as a discrete subject at AS level tend to do better in their other A level subjects, whether they are taking sciences, languages or humanities. Cambridge Assessment Students who have a deficit of ‘thinking skills’ are not only lacking sufficient grounding to embark upon undergraduate study, but also missing a vital skill essential for the 21st-century workforce. Seminar highlighting how an explicit focus on Critical Thinking can enhance the attainment of pupils of all backgrounds and abilities, following recent research. http://www.cambridgeassessment.org.uk/ca/digitalAssets/183973_critical_thinking.mp3 Wed, 24 February 2010 12:00:00 GMT 117:27 Critical Thinking, AS level, A level Guest speaker Randy Bennet looks at six inter-related issues in formative assessment (aka, ‘Assessment for Learning’). The issues concern the definition of formative assessment, the claims commonly made for its effectiveness, the limited attention given to domain considerations in its conceptualisation, the underrepresentation of measurement principles in that conceptualisation, the teacher-support demands formative assessment entails, and its place in the larger educational system. Cambridge Assessment Randy Bennet, Research and Development, Educational Testing Service, looks at six inter-related issues in formative assessment (aka, ‘Assessment for Learning’) Guest speaker Randy Bennet looks at six inter-related issues in formative assessment (aka, ‘Assessment for Learning’). The issues concern the definition of formative assessment, the claims commonly made for its effectiveness, the limited attention given to domain considerations in its conceptualisation, the underrepresentation of measurement principles in that conceptualisation, the teacher-support demands formative assessment entails, and its place in the larger educational system. http://www.cambridgeassessment.org.uk/ca/digitalAssets/183957_formative_assessment.mp3 Tue, 23 February 2010 15:00:00 GMT 57:48 formative assessment, Assessment for Learning Concerns that ‘standards are falling’ continue to dominate public debate. What are the sources of data to which we should turn to illuminate issues of standards, and what degree of confidence should we have in the different explanations of trends in standards? Cambridge Assessment Parliamentary research seminar chaired by Baroness Perry of Southwark Concerns that ‘standards are falling’ continue to dominate public debate. What are the sources of data to which we should turn to illuminate issues of standards, and what degree of confidence should we have in the different explanations of trends in standards? http://www.cambridgeassessment.org.uk/ca/digitalAssets/183677_standards_at-a-level.mp3 Mon, 08 February 2010 10:00:00 GMT 97:29 A-Level standards Guest speaker Professor David Raffe explains how caution and care is essential in order to draw robust conclusions from international comparisons about different national education systems. Cambridge Assessment Speaking at a recent seminar hosted by the Cambridge Assessment Network, Professor David Raffe, Centre for Educational Sociology, University of Edinburgh, Professor Raffe explained how many qualifications frameworks reflect the culture and society of a particular country. Guest speaker Professor David Raffe explains how caution and care is essential in order to draw robust conclusions from international comparisons about different national education systems. http://www.cambridgeassessment.org.uk/ca/digitalAssets/182205_what-can-we-learn-from-cross-national-comparisons.mp3 Thu, 22 October 2009 13:00:00 GMT 62:32 qualifications frameworks, national education systems It is often not recognised that the form of an assessment can have as much influence on outcomes as the construct being assessed. We often use traditional assessment techniques without recourse to the available evidence base. This talk, by Professor Peter Tymms, Centre for Evaluation and Monitoring, Durham University, explores issues involved with the form of assessments and their link to function. Cambridge Assessment This talk, by Professor Peter Tymms, Centre for Evaluation and Monitoring, Durham University, explores issues involved with the form of assessments and their link to function. It is often not recognised that the form of an assessment can have as much influence on outcomes as the construct being assessed. We often use traditional assessment techniques without recourse to the available evidence base. This talk, by Professor Peter Tymms, Centre for Evaluation and Monitoring, Durham University, explores issues involved with the form of assessments and their link to function. http://www.cambridgeassessment.org.uk/ca/digitalAssets/181584_Assessment_Form_and_Function_Peter_Tymms.mp3 Thu, 17 September 2009 14:00:00 GMT 41:22 assessment, function, assessment techniques, form of assessments Despite successive failures in administration and accumulating evidence of extreme washback effects into the curriculum, national assessment and associated accountability measures remain a solid part of English education policy. This presentation reviews the history of development in national testing in England, and looks at alternatives which are and aren't being considered, and at the most likely direction of future developments. Cambridge Assessment This presentation reviews the history of development in national testing in England, and looks at alternatives which are and aren't being considered, and at the most likely direction of future developments. Despite successive failures in administration and accumulating evidence of extreme washback effects into the curriculum, national assessment and associated accountability measures remain a solid part of English education policy. This presentation reviews the history of development in national testing in England, and looks at alternatives which are and aren't being considered, and at the most likely direction of future developments. http://www.cambridgeassessment.org.uk/ca/digitalAssets/180844_Tim_Oates_National_Assessment.mp3 Tue, 13 July 2009 11:00:00 GMT 62:29 assessment, national assessment, english education policy, education For many years, assessment has shaped the way we learn and the way we teach. But, claims a top educational expert, the use of ‘labels’ in testing can make it a destructive process. Speaking at a recent forum ‘Testing and Identity’ hosted by the Cambridge Assessment Network, guest speaker Gordon Stobart – of the Institute of Education, University of London – delivered a thought-provoking talk that explored how the power of testing can determine how we think about ourselves and others, and how we learn. Cambridge Assessment This month, our guest speaker Gordon Stobart explains how the use of 'labels' in testing can make it a destructive process. For many years, assessment has shaped the way we learn and the way we teach. But, claims a top educational expert, the use of ‘labels’ in testing can make it a destructive process. Speaking at a recent forum ‘Testing and Identity’ hosted by the Cambridge Assessment Network, guest speaker Gordon Stobart – of the Institute of Education, University of London – delivered a thought-provoking talk that explored how the power of testing can determine how we think about ourselves and others, and how we learn. http://www.cambridgeassessment.org.uk/ca/digitalAssets/178003_Testing_and_Identity_Gordon_Stobart.mp3 Thu, 18 June 2009 17:00:00 GMT 69:16 labels, identity, testing, Gordon Stobart A recent seminar ‘Formative Assessment Revisited’ hosted by the Cambridge Assessment Network explored some of the reasons why people are becoming adherents to Assessment for Learning in the light of the amount of evidence available. Cambridge Assessment Formative Assessment A recent seminar ‘Formative Assessment Revisited’ hosted by the Cambridge Assessment Network explored some of the reasons why people are becoming adherents to Assessment for Learning in the light of the amount of evidence available. http://www.cambridgeassessment.org.uk/ca/digitalAssets/176704_Tim_Oates_Revisiting_AFL_Podcast.mp3 Tue, 19 May 2009 17:45:00 GMT 69:14 Formative Assessment, Assessment for Learning,Tim Oates, assessment, cambridge, education A panel of experts gathered at the RSA, London, on 7 May to debate a hot topic in education; whether emotional intelligence affects educational attainment and could – and should – be taught in schools. Cambridge Assessment Emotional Intelligence A panel of educational experts have recently debated the concept of ‘emotional intelligence’ and whether it could – and should be – a part of teaching today. http://www.cambridgeassessment.org.uk/ca/digitalAssets/176468_RSA_Emo_Int_Podcast.mp3 Fri, 15 May 2009 14:00:00 GMT 53:42 emotional intelligence, rsa, assessment, cambridge, education Clara Kenyon, Qualifications Director at OCR, describes some of the key changes taking place in England's education system today. Cambridge Assessment A Momentous Year! What's happening to assessment in England during 2009? Clara Kenyon, Qualifications Director at OCR, describes some of the key changes taking place in England's education system today. http://www.cambridgeassessment.org.uk/ca/digitalAssets/175584_key-changes.mp3 Fri, 01 May 2009 17:00:00 GMT 53:42 education, ocr, assessment